Su búsqueda

provides information about the nature of giftedness and how to identify gifted learners in regular classrooms definition of giftedness / a 4 x 4 structure of giftedness model / four categories of giftedness / general intellectual ability / specific intellectual ability / general original/creative thinking / specific creative talent levels of giftedness / the interrelationship of the categories and levels excellence three settings / school setting / family setting [genetics, socialization] / community setting intrinsically motivated behavior as a predictor of giftedness (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

presents eight fictional portraits of intelligent and creative children / all are drawn from 20th-century literature and were selected because of their diverse characteristics: they differ in age, ability patterns, interests, race, class and national origin the stories provide a coherent view of the diverse experiences of each gifted child / focus on the overall pattern and meaning of the experiences and coping behavior of these children these stories . . . will supply teachers, counselors, and parents with insight into the intricate interactions of the intellectual abilities and personality traits of the child with the influences of family, school, and community / these interactions determine in the final analysis whether and in what ways gifted and talented children realize their gifts and talents (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

discuss the types of experiences and interpersonal relationships necessary for the achievement of eminence and trace the developmental paths most likely to lead to eminence in the different domains of giftedness chapter is based upon my [the author's] research and that of others on how exceptional giftedness may be stimulated and facilitated during the first 10 to 15 years so that a gifted child may select and pursue a significant, satisfying, and productive career basic concepts related to the phenomenon of achieved eminence are presented / a number of basic personality issues in career choice are discussed, specifically identity, ego ideals, and narcissism / deals with the importance of focal relationships and crystallizing experiences / [discusses] the basic developmental paths to eminence through the interaction of personality, family, third-party experiences, and the specific domain of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

what is giftedness / what is learning style, or what is known about the learning styles of gifted and talented learners the components of individual learning style [the environmental characteristics of learning style, the emotional characteristics of learning style, the sociological characteristics of learning style, the perceptual characteristics of learning style, the physiological characteristics of learning style] (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter focuses on the cognitive components of giftedness in mathematics as postulated in Milgram's multidimensional 4x4 model of the structure of giftedness. The challenge was to develop operational definitions of domain-specific creative ability in mathematics, to assess them reliably, and to investigate their relationship to general creative thinking ability. In addition, the authors investigated the interrelationships between general and specific creative ability in mathematics and general and specific academic ability in mathematics. This required the development of two new instruments to assess domain-specific creativity in mathematics: the Multiscale Academic and Creative Abilities in Mathematics and the Tel Aviv Activities and Accomplishments Inventory: Mathematics. The authors developed two mapping sentences to provide an exact and detailed conceptual description of the postulated academic and creative abilities in mathematics at four levels of understanding. They used the two mapping sentences to guide the process of building the items to assess specific academic and specific creative thinking abilities in mathematics, respectively. In addition, a precise scoring guide was developed to operationally define differences in academic and creative abilities in mathematics between and within four ability levels. The between-level measurement refers to four qualitatively distinct levels of cognitive process ordered by level of difficulty based on an ordinal scale. The within-level measurement refers to eight qualitatively distinct levels of cognitive processes, ordered by degree of complexity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This study examined the influences of the family environment on the development and realization of scientific giftedness in 130 male high school seniors. The respondents were candidates for a special program of the Israeli Defence Force with excellent school grades in science subjects. The results of a 13-yr follow-up show that better achievements in adulthood were observed in Ss with educated parents and Ss who had grown up in moderate-to-large-sized families. Those Ss recognized as scientifically successful when adults reported an encouraging and well-structured family surrounding, with very little conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

present a theoretical formulation and empirical evidence to support our position that the exclusive use of formal school-oriented predictors of intelligence and school grades forfeits the identification of a great deal of talent / suggest that examining out-of-school activities in children helps find hidden abilities and reduce talent loss / Milgram's 4 X 4 Model of the structure of giftedness provides the rationale for expecting that measures of creative thinking and creative leisure activities may be more valid predictors of remarkable life accomplishments than tested intelligence and school grades present the results of an 18-yr longitudinal study in which this prediction was investigated / sample size was 48 (20 men and 28 women) / Ss ranged in age from 34 to 36 yrs (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

Israel is a small country in which the academic and creative abilities of people are considered a major natural resource (Milgram, 2000). The identification and education of gifted and talented children and adolescents have been the focus of considerable interest in Israel for many years. The rationale underlying this interest is that a small country, bereft of natural resources, must place high priority on its human resources, that is, on the abilities and talents of its people. This chapter is divided into four sections. In the first section, we present a summary of research in Israel on topics of creativity. In the second section, we present a theoretical model of the structure of giftedness and creativity (Milgram, 1989, 1991) that has generated the bulk of theory-driven empirical research on creativity in Israel. In the third section we report on international research on learning style and creativity that included Israel, and in the fourth section we discuss new directions in research on creativity in Israel. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

identify and summarize briefly some contemporary views of giftedness / consider a contemporary understanding of creativity / identify several significant connections among giftedness, creativity, and learning style (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)